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Plague Time: The New Germ Theory of Disease

Plague Time: The New Germ Theory of Disease is a biology topic covered in the lgStudy science library. This page brings together a partial reference excerpt, illustrations, worked examples, real-world applications and a short study plan, so you can understand Plague Time: The New Germ Theory of Disease rather than just read about it. In short: Plague Time: The New Germ Theory of Disease is a non-fiction book by evolutionary biologist Paul W. Ewald.

Plague Time: The New Germ Theory of Disease — main illustration
Plague Time: The New Germ Theory of Disease — illustration

Key takeaways

  • Plague Time: The New Germ Theory of Disease belongs to biology; place it in that map before memorising details.
  • Learn the definition first, then one example that makes the definition concrete.
  • Connect Plague Time: The New Germ Theory of Disease to a quantity you can measure, compute or draw — that is where exam questions come from.
  • Reproduce the core statement of Plague Time: The New Germ Theory of Disease from memory before moving on to harder problems.

Reference excerpt

Plague Time: The New Germ Theory of Disease is a non-fiction book by evolutionary biologist Paul W. Ewald. It argues that the role of pathogens has been overlooked in medicine, as a primary cause of many chronic diseases. It is his second book, following Evolution of Infectious Disease in 1994. Collecting accounts from medical history, Ewald describes the ways in which infectious agents are underestimated, in favour of genetic or environmental causes of disease. As an evolutionarily biologist, he takes the long-term perspective of the virus or bacteria circulating in its lifecycle. Although much is known about the acute phase of infections, he argues we have systematically overlooked the medical effects of long-term infections.

Overview

Part I: A sphere of infection In part one, Ewald describes the lifecycle of different viruses, and the way this can manifest in medical disease. Respiratory viruses must spread between people in a short period of time before the immune system response, while sexually transmitted infections must maintain a longer lifespan in the human body, sometimes for one’s entire life. He also compares the trade-offs in lifecycle of diarrhea-born, vector borne, and hospital acquired infections. Ewald argues against the aggressive application of the Koch postulate, which establishes a very high burden of proof for establishing an infectious cause for a disease. It is difficult to link an individual virus to a disease that manifests some decades later. He describes signs of arteriosclerosis first appearing asymptomatically in teenagers. He describes research linking T-cell Leukemia to an infection in mother's milk without manifestation until adulthood. From an evolutionary point of view, genetic causes of chronic disease on their own, should be selected against in evolution. Likewise, twin studies should be much more compelling, and are not. Large exhaustive research projects like the war on cancer have also come up short. The onset of many diseases today is thought to be a combination of lifestyle and bad luck. Regarding diseases as part of a larger, stealthy, and patient lifecycle may be an opportunity to make progress against illnesses that have stymied research under other perspectives.

Part II: Infectious threats now In part two, Ewald criticizes contemporary medical research for focusing on risk factors such as lifestyle and nutrition, and failing to see how these risk factors contribute to the lifecycle of an infectious agent.

For heart disease, he points out that risk factors such as high iron levels, also benefit a culprit virus, such as Chlamydia pneumoniae - thought to be present in inflamed arteries. For arthritis, he points out that gene correlations such as apoE may contribute to helping the lifecycle of culprit viruses, as a primary cause of disease. For lung cancer, he speculates that smoking may damage the lungs ability to fight off infection, and a smokers cough may spread the virus, instead of secondhand smoke. For Alzheimer’s, he describes the work of Alan Hudson and Hervé C Gérard, who found strong correlations in brains with C. pneumoniae infections. He also describes the search for the origin of the AIDS virus, and outlines the now discredited theory of an accidental origin in the 1950s polio vaccine.

Part III: Beyond the fear of infection Although there have been some great successes in eradication campaigns, Ewald describes ways in which some interventions against pathogens may select for more harmful effects in the long term. Instead of eradication, he favours strategies that push pathogens to become more benign. In HIV and Malaria for example, he describes how mosquito-proof housing functions to keep the very sick away from vector transmission, while allowing the more benign variants to spread. Similar effects are seen in cholera with water sanitation projects - new variants appear with less motivation to cause harmful diarrhoea symptoms. He cites examples of the most aggressive sexually transmitted infections appearing during times of warfare, exactly when an aggressive strategy most benefits the pathogen. Mitigating the effects of infectious disease should involve shaping an evolutionary strategy for variants that do less harm. Likewise, vaccines should be designed to select for only the most dangerous properties of a pathogen, and serve to benefit benign variants of it.

See also Chronic diseases and cancers linked to infectious microbes

References

Worked examples

Example 1 — a first encounter with Plague Time: The New Germ Theory of Disease

Start with the simplest possible case. Write down what Plague Time: The New Germ Theory of Disease claims or describes in one sentence, then invent the smallest concrete situation in which that sentence is true. In biology, the smallest case is usually a single object, a single equation or a single measurement. Check that every symbol or term in your sentence has a meaning in that case.

Example 2 — changing one variable

Take the situation from Example 1 and change exactly one quantity: double it, halve it, or set it to zero. Predict what should happen to Plague Time: The New Germ Theory of Disease before you calculate. Comparing your prediction with the result is the fastest way to find out whether you understand the idea or only the words.

Example 3 — an exam-style question

Typical questions about Plague Time: The New Germ Theory of Disease ask you to (a) state it precisely, (b) apply it to given data, and (c) explain a limitation. Practise writing all three answers in under five minutes; the third part is what separates a full-mark answer from an average one.

Applications of Plague Time: The New Germ Theory of Disease

In research
Plague Time: The New Germ Theory of Disease appears in biology research whenever the underlying quantities have to be modelled precisely. Papers usually cite it as a starting assumption and then explore where it breaks down.
In technology and industry
Engineering practice reuses Plague Time: The New Germ Theory of Disease in design rules, simulations and safety margins. Knowing the idea lets you read a specification sheet and understand why the numbers look the way they do.
In the classroom
Plague Time: The New Germ Theory of Disease is common in secondary-school and first-year university syllabi. It links to neighbouring topics 2002 non-fiction books, Biology books, Evolutionary biology literature, so understanding it makes those chapters shorter.
In everyday life
Look for Plague Time: The New Germ Theory of Disease outside the textbook — in sport, cooking, traffic, electronics or the sky above you. An example you found yourself is remembered far longer than one you were given.
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How to study Plague Time: The New Germ Theory of Disease in 20 minutes

  1. Read the reference excerpt below once, without taking notes.
  2. Close the page and write down what Plague Time: The New Germ Theory of Disease means in your own words.
  3. Compare your version with the excerpt and mark what you missed.
  4. Work through the three examples above with pen and paper.
  5. Explain Plague Time: The New Germ Theory of Disease out loud to somebody else — or to Teacher Smith in the lgStudy chat.

Frequently asked questions

What is Plague Time: The New Germ Theory of Disease in simple terms?

Plague Time: The New Germ Theory of Disease is a non-fiction book by evolutionary biologist Paul W. Ewald.

Why does Plague Time: The New Germ Theory of Disease matter?

Because it connects several biology ideas at once: it gives you a definition you can apply, a quantity you can calculate, and a way to check whether a result is plausible.

How should I study Plague Time: The New Germ Theory of Disease?

Read the excerpt, restate it from memory, then work through the examples and applications listed on this page. The five-step study plan above takes about twenty minutes.

What does this page cover?

It gives you a compact reference excerpt plus original lgStudy explanations, examples, applications and study material on Plague Time: The New Germ Theory of Disease.

Tags

  • 2002 non-fiction books
  • Biology books
  • Evolutionary biology literature
  • Infectious diseases

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